Andragogy: Welcoming Adult Learners and their Experiences
Lisa A. Sheldon, MS, M.EdGreenfield Community College
Teaching, Learning and Student Development ConferenceApril 5, 2013
It’s not just about age….What makes adult learners different?Life stageTime commitmentsMaturityPrior academic experiences impact approach to
learningAcademic goals and needsCareer focus and personal fulfillmentSocial comfort in the classroomTechnological skill and comfort…and more
What is andragogy?The practice of teaching adults using specific
strategies to:Meet their needs as learnersHonor their preferences for teaching and
learning styleMake use of their prior learning and experiencesBuild skills that solve “real world” problemsSpeak to adult levels of maturity and
independenceCapitalize on internal motivation
What is andragogy?http://www.youtube.com/watch?
v=vLoPiHUZbEw
Why use Andragogy?Builds strong learning communitiesResponds to the needs of adult learnersRespectful of students’:
TimeGoalsLearning needs
Readies younger students for future challenges
Develops learning and life skillsRedistributes responsibility for learning
Andragogy’s Core Principles1. Learner’s Need to Know2. Self-concept of the Learner3. Prior Learning Experience4. Readiness to Learn5. Orientation to Learning6. Motivation to LearnKnowles, Holton & Swanson (2011)
Learner’s Need to Know
Learner’s Need to KnowPedagogyDictated by teachers
and the stateCurriculum
AndragogyFocused on real world
problems Opportunity to solve
problems and reach goals
Goal: For instructors to:
Build connectionsPromote application
Learner’s Need to KnowHow can instructors honor this andragogical principle?
Help learners identify life-problems resulting from their learning needs
Help learners clarify their own aspirationsRaising awareness of need for learning
Careers, life skills, performance & life improvementMake a case for learningExposure to new ideas and fresh perspectivesExplain why certain things are taughtProvide learning objectives for all assignments
Learner’s self concept
Learner’s Self ConceptPedagogyDependent
personalityTeacher is leader
AndragogyIncreasingly independentSelf-reliantSelf-directed
Goal: For instructors to:
Promote independenceShare leadershipBuild community
Learner’s Self ConceptHow can instructors honor this andragogical principle?
Create a culture of self-direction and independence.
Promote student leadership opportunities in the classroom.
Seek to build relationships of trust, respect and cooperation between learners.
Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.
Prior Learning Experience
Prior Learning ExperiencePedagogyA foundation for
future learning
AndragogyA resource for learning for:
SelfOthers
Goal: For instructors to:
Promote sharingActivate prior learning and
experienceUnderstand how previous
academic experience shapes current learning and behavior
Prior Learning Experience How can instructors honor this andragogical principle?Communicate value in experience.Help learners exploit their own experiences.Provide opportunities for sharing experiences
as they relate to learning.Examine previous academic experiences and
watch for blocks to current learning.Instruction should be task-oriented instead of
memorization -- learning activities should be in the context of common tasks to be performed.
Readiness to learn… and do
Readiness to Learn…and doPedagogyDictated by:
TeacherCurriculumState
AndragogyDevelops from life
tasks and problems
Goal: For instructors to:
Build the class with students
Offer options (when possible)
Readiness to Learn…and do How can instructors honor this andragogical principle?
Instruction should take into account the wide range of different backgrounds of learners.
Learning materials and activities should allow for different levels and types of previous experience.
Motivation
MotivationPedagogyExternal rewardsPunishments
AndragogyInternal incentivesSome external motivatorsCuriosityProblem-solving
Goal:For instructors to:
Learn what motivates their students
Tap into that motivationStoke that motivation
MotivationHow can instructors honor this andragogical principle?
Ask why students are enrolled and what they need to learn.
Watch for potential blocks:Negative self-conceptDoubtInaccessibility to opportunities or resourcesTime constraintsPrograms and classes that violate principles of
adult learning
Orientation toward Learning
Orientation toward learningPedagogySubject-centered
AndragogyTask or problem centeredLife-centered
Goal:For instructors to:
Link learning with life goals and opportunities to solve problems
Make it relevant and timely!
Orientation toward LearningHow can instructors honor this andragogical principle?
Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
Adult learning is problem-centered rather than content-oriented.
What activities and strategies enhance your learning?
Can these be applied to your classroom?
Andragogical principles in the classroomCore Adult Learning Principles (Knowles, Holton & Swanson, 2011; Merriam &
Brockett, 2007)
1. Learner’s Need to Know= Relevant & Meaningful Objectives2. Self-concept of the Learner= Trust, Preferences & Flexibility3. Prior Learning Experience= Sharing, Chunking & Scaffolding 4. Readiness to Learn= Preparation & Clarity5. Orientation to Learning= Objective-oriented Lessons6. Motivation to Learn= Engagement & Personal Development
Applying Andragogical principlesClass set upFirst day of class:
Applies to both online & traditional classrooms Class introductions help to create community Discuss the direction they would like the class to
take Discuss class set-up and assessments Provide choice when possible
Goal: Get students involved in their own instruction
Applying Andragogical principlesCourse administrationOn going
Manage challenges from multiple perspectives Ask for feedback Continue to get to know your students as both
learners and people
Goal: Get students involved in their own instruction
Applying Andragogical principlesCourse management & work strategiesWork and knowledge building
Draw on student experiences Present and solve “real world” problems Share learning objectives for each assignment Create meaningful work (avoid busy work) Use ACTIVE LEARNING strategies when possible
Helpful strategies include:Case studies, role playing , simulations & self-evaluation
Goal: Partner with students to create a valuable class experience
and help them meet individual educational goals
Applying Andragogical principlesProblem-solving with adult studentsStrategies to consider
Offer multiple assessment strategies Recognize students who are struggling Reach out (often more than once) Ask questions and listen to the answers
Goal: Engagement! Persistence! Dedication!
Applying Andragogical principlesCreating CommunityStrategies to consider
Provide opportunities for students to be experts Design activities that recall experience
Goal: Engagement! Persistence! Dedication!
References:Jarvis, P. (2011) Adult Education and Lifelong Learning: Theory and Practice.
London. Routledge
Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner. Oxford, UK: Butterworth-Heinemann.
Merriam, S.B. & Brockett, R.G. (2007) The Profession and Practice of Adult Education: An introduction. San Francisco, CA: Jossey-Bass, Wiley & Sons.
Photo credits: Runner in blocks: http://www.guardian.co.uk/public-leaders-network/2012/nov/20/best-practice-exchange-introduction Confident man: http://timemanagementninja.com/2012/07/10-reasons-why-confidence-leads-to-success/ Woman in library: http://chronicle.com/article/Where-Life-Earns-Credit-/64618 Need to know: http://blog.shamrockfinancial.com/blog/bid/92875/The-3-8-Obamacare-Tax-What-You-Need-to-Know Adults at computer: http://www.uakron.edu/adults/ Orientation: http://www.allfivesenses.com/what-we-do/navigation-courses/map-compass/the-three-navigators/ Man out walking: http://www.geograph.org.uk/photo/2876721